A mother has slammed a prominent East London school for denying her “hyperactive” son a chance to advance to a higher grade.
The single parent, who cannot be named to protect the identity of her five-year-old son, said her child was a pupil at Selborne Pups. She claims that instead of him progressing to the preprimary, the school suggested she make alternative plans.
“They said I should home school my son.”
She said the school had previously referred the boy to their psychologist for an evaluation, who then disclosed the results to an open panel before consulting with her. She has since lodged a complaint with the Health Professions Council of South Africa.
“I pay for the learner support system. We have sent him to the psychologist many times. They also recommended that we see a speech therapist. I agreed because I want to help my son.
“They sent him to a school for the blind and deaf for a period of two weeks. Afterwards his teacher said there was an improvement.”
The report by the school psychologist states: “He remains frequently distracted and unresponsive to instructions in the classroom. His behaviour towards peers remains problematic and he is becoming more difficult to manage or correct when he is not complying. He attempted the task presented as best he could but he was physically restless during the assessment.”
The mother then acquired the opinion of an external educational psychologist, who submitted a report that reads: “The school should note that the Schools Act encourages and enables educational structures, systems and learning methodologies to meet the needs of all learners.
“It is about acknowledging that all children and youth can learn and that they all need support.”
Selborne Primary acting principal Abrie Pepler said: “We have children with physical disabilities as well as specific barriers to learning and provide for them within our school’s means.
“If we cannot fairly educate them or provide for them, we feel it is only just and ethical, to be honest and inform the parents of our capabilities and resources at our school.”
Pepler said it would be an injustice to allow a child to be kept in an environment that was unable to provide for his specific needs.
“We walk the path with parents, assist and direct them.”
Education spokesman Mali Mtima said the department would take disciplinary steps against any official who transgressed their level of authority and competence, especially in a case where a pupil’s rights were violated.
Mtima said the results of a psychologist may not be used to deny a learner placement at a school.
Selborne ‘unable’ to school young boy
The single parent, who cannot be named to protect the identity of her five-year-old son, said her child was a pupil at Selborne Pups. She claims that instead of him progressing to the preprimary, the school suggested she make alternative plans.
“They said I should home school my son.”
She said the school had previously referred the boy to their psychologist for an evaluation, who then disclosed the results to an open panel before consulting with her. She has since lodged a complaint with the Health Professions Council of South Africa.
“I pay for the learner support system. We have sent him to the psychologist many times. They also recommended that we see a speech therapist. I agreed because I want to help my son.
“They sent him to a school for the blind and deaf for a period of two weeks. Afterwards his teacher said there was an improvement.”
The report by the school psychologist states: “He remains frequently distracted and unresponsive to instructions in the classroom. His behaviour towards peers remains problematic and he is becoming more difficult to manage or correct when he is not complying. He attempted the task presented as best he could but he was physically restless during the assessment.”
The mother then acquired the opinion of an external educational psychologist, who submitted a report that reads: “The school should note that the Schools Act encourages and enables educational structures, systems and learning methodologies to meet the needs of all learners.
“It is about acknowledging that all children and youth can learn and that they all need support.”
Selborne Primary acting principal Abrie Pepler said: “We have children with physical disabilities as well as specific barriers to learning and provide for them within our school’s means.
“If we cannot fairly educate them or provide for them, we feel it is only just and ethical, to be honest and inform the parents of our capabilities and resources at our school.”
Pepler said it would be an injustice to allow a child to be kept in an environment that was unable to provide for his specific needs.
“We walk the path with parents, assist and direct them.”
Education spokesman Mali Mtima said the department would take disciplinary steps against any official who transgressed their level of authority and competence, especially in a case where a pupil’s rights were violated.
Mtima said the results of a psychologist may not be used to deny a learner placement at a school.
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